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Special Ed 101
"Waiting to Fail" Instead of Teaching
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<blockquote data-quote="BusynMember" data-source="post: 249909" data-attributes="member: 1550"><p>My daughter had a reading disability and was not learning to read by grade 3, even with Title I. She didn't understand how to put sounds together, although she knew the sounds. If the school had said "retention" their ears would be ringing because retention would not have solved her learning disabilitiy. She was put into a small Learning Disability (LD) class with a marvelous teacher and an aide for both reading and math (since math requires a lot of reading). Her other classes were mainstreamed and modified. Within the year she could read at a first grade level. Within two years she read just a year behind. Now she is still not a big book lover, but she is only 1-2 years behind, which is miraculous considering the severity of her learning disability. She is mainstreamed now with an extra study hall for kids who require extra help with their studies and homework. Whenever I feel they are falling down on the job, I call and they respond (because the school has messed with hub and I and they didn't like the results...lol). Also, they truly LIKE my daughter and she is an eager learner. </p><p>I do not think retention is the answer unless you are talking about maturity issues. I did hold back both of my gifted sons from kindergarten because they were boys, had very very late birthdays, and were immature, and it didn't hurt them. But it had nothing to do with their abilities to learn. If a child has an Learning Disability (LD) problem, THAT needs to be addressed. </p><p>Years ago, I went to school as a high IQ Learning Disability (LD) student, but nobody knew what that was at the time. I got so frustrated that I stopped trying in high school. I wanted to drop out, but my parents got tutors to make sure I passed. Nothing is perfect, but we have come a long way from those days.</p></blockquote><p></p>
[QUOTE="BusynMember, post: 249909, member: 1550"] My daughter had a reading disability and was not learning to read by grade 3, even with Title I. She didn't understand how to put sounds together, although she knew the sounds. If the school had said "retention" their ears would be ringing because retention would not have solved her learning disabilitiy. She was put into a small Learning Disability (LD) class with a marvelous teacher and an aide for both reading and math (since math requires a lot of reading). Her other classes were mainstreamed and modified. Within the year she could read at a first grade level. Within two years she read just a year behind. Now she is still not a big book lover, but she is only 1-2 years behind, which is miraculous considering the severity of her learning disability. She is mainstreamed now with an extra study hall for kids who require extra help with their studies and homework. Whenever I feel they are falling down on the job, I call and they respond (because the school has messed with hub and I and they didn't like the results...lol). Also, they truly LIKE my daughter and she is an eager learner. I do not think retention is the answer unless you are talking about maturity issues. I did hold back both of my gifted sons from kindergarten because they were boys, had very very late birthdays, and were immature, and it didn't hurt them. But it had nothing to do with their abilities to learn. If a child has an Learning Disability (LD) problem, THAT needs to be addressed. Years ago, I went to school as a high IQ Learning Disability (LD) student, but nobody knew what that was at the time. I got so frustrated that I stopped trying in high school. I wanted to drop out, but my parents got tutors to make sure I passed. Nothing is perfect, but we have come a long way from those days. [/QUOTE]
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"Waiting to Fail" Instead of Teaching
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